The course is taught in English. For Dutch speaking students, parts of the course may be offered in Dutch. See the course manual for further details.|
By the end of the course students will have
- Gained [basic] knowledge of and insight into the most important theories and principles of behavioural therapy and cognitive therapy
- The knowledge and skills of constructing a case formulation of clients presenting difficulties and needs.
- The knowledge and skills to conceptualise clients problems based on an understanding of theoretical literature and current evidence-based practice
- The knowledge and skills to plan and apply evidence-based intervention strategies according an idiosyncratic approach to therapy.
- The knowledge and skills on how to report professionally on a cognitive and behavioural treatment and on your own academic, professional and personal development.
- Gained experience with different CBT techniques.
How tests relate to learning objectives
There are two compulsory sub-tests. The first sub-test concerns the required reading and lecture material. The therapeutic treatment report is subsequently assessed. The sub-test on the literature mainly tests knowledge of and insight into the most important basic principles and applications of cognitive and behavioural therapy. The therapeutic treatment report tests insight into and experience with several cognitive and behavioural therapy applications. These tests specifically assess the following learning objective:
1. Having completed the course, students can conceptualise and analyse a client's problems from a cognitive and behavioural therapy approach at beginner level.
2. Students can critically reflect on the treatment applied, the required professional skills and their own development as a professional caregiver in training.
3. Students can assume personal responsibility for the scientific, academic and psychological quality of their own actions.
4. Students can write up a report on a behavioural and cognitive treatment that meets the form requirements for a therapeutic treatment report (N=1 study) and learning report.
Behavioural therapy and cognitive therapy (generally known as cognitive and behavioural therapy) are the forms of psychotherapy currently most used in practice. They are the most-studied forms of therapy in terms of effectiveness and are recommended by the Guidelines as a means of treating most disorders. The use of empirically supported treatments [EST] is important in our field and is a boon to therapists who strive to provide evidence-based treatment. This course uses the case formulation approach as a framework for providing evidence based cognitive-behaviour therapy that meets the unique needs of the particular patient and guiding therapist’s decision making.. The basic theories of cognition, learning and emotion that underlie available EST’s in CBT treatment and how these theories guide systematic case formulation and interventions are explained during the lectures. The theory is brought to life by frequently presenting and discussing examples from professional practice.
In the work groups, students practise the various aspects of the CBT process [formulating the case, treatment planning while keeping the theoretical justification in mind, executing the interventions and preventing relapse]. The working groups provide in this by using ethical case studies, DVD material on ‘good practice’, roleplays and peer-to-peer learning [intervision]. In the unsupervised meetings, students take on the role of trainee therapist and practise the various steps of the CBT process on a self-devised problem. This provides an opportunity to practise CBT techniques on a fellow student’s ‘problem’, such as procrastination, excessive worrying, low on assertiveness.